Engage in a coherent, philosophical debate and provide critique of the principles of ‘good’ research, as discussed by Hostetler in Learning Module One: Hostetler, K. (2005). What is ‘good’ education research?
Educational Researcher, 34(6), 16-21.
Part I: Compare Hostetler’s claims and beliefs about ‘good’ research with the beliefs of two of the theorists covered to date. Choose from Bridgman, Hull, Popper, Kuhn, Guba, Firestone, and Martin.
Part II: Develop your own conclusions and rationale for what you believe constitutes ‘good’ research. Describe the criteria you will use to determine this. Use course materials to support your argument and critical analysis of other philosophers’ works.
Engage in a coherent, philosophical debate and provide critique of the principles of ‘good’ research, as discussed by Hostetler in Learning Module One: Hostetler, K. (2005). What is ‘good’ education research?
Educational Researcher, 34(6), 16-21.
Part I: Compare Hostetler’s claims and beliefs about ‘good’ research with the beliefs of two of the theorists covered to date. Choose from Bridgman, Hull, Popper, Kuhn, Guba, Firestone, and Martin.
Part II: Develop your own conclusions and rationale for what you believe constitutes ‘good’ research. Describe the criteria you will use to determine this. Use course materials to support your argument and critical analysis of other philosophers’ works.
